ENGLISH  SUBJECT  SPECIALTY  ::  STANDARD  ONE

The teacher understands the central concepts, tools of inquiry, and structures of the discipline she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Indicator

• Knowledge
  • The teacher understands major concepts, debates, processes of inquiry, and ways of knowing that are central to the discipline she teaches.
  • The teacher is knowledgeable about recent trends in middle/secondary school curriculum in her own content field.
  • The teacher understands how her disciplinary knowledge relates to other subject areas.
• Dispositions
  • The teacher realizes that subject matter knowledge is not a fixed body of facts but is complex and ever evolving. She seeks to keep abreast of new ideas and understandings in the field.
  • The teacher has enthusiasm for the discipline she teaches and sees the relevance to everyday life.
  • The teacher is committed to continuous learning and engages in professional discourse about subject matter knowledge and children's learning of the discipline.
• Performances
  • The teacher shows command of subject matter.
  • The teacher uses appropriate depth of subject matter.
  • The teacher can help students to relate subject matter to real life experience.
  • The teacher is able to make content comprehensible to students.
  • The teacher can create interdisciplinary learning experiences that encourage students to integrate knowledge, skills and methods of inquiry from several subject areas.

KNOWLEDGE  &  ABILITIES  ::  LANGUAGE  &  LINGUISTICS

Indicator

• Knowledge
  • The English teacher understands that language is central to human affairs and that, therefore, English studies are useful in themselves and in relation to other disciplines.
• Dispositions
  • The teacher is aware of not only regional and dialectal differences, but also the social, cultural, and political implications of such differences, including the debates surrounding standard English and appropriate usage.
• Performances
  • The teacher demonstrates basic knowledge of linguistics:
    • the nature of language
    • the history of English: principles of language change and development
    • the structure of English, including traditional and modern grammars
    • developmental processes by which individuals gain skill in understanding and using oral and written language

Language & Linguistics Courses

• American English -- A
• Rhetorical Theory & Practice -- A
• Imaginative Writing -- A
• College Composition -- A
• Independent Writing: Journalism I & II -- A, A

Artifact for Subject Specialty: Language & Linguistics

Name of Artifact: American English Final Paper, "Language and the Internet"
Date: December 2006
Institutions: Mount Mary College

Reflective Statement

American English was one of the most interesting classes I've taken. We studied the nature of language and the differences between America's regional, ethnic, and class dialects in terms of their features and the social, cultural, and political implications of such differences. I was particularly interested in the debates surrounding the appropriate usage of standard English, and chose to do my final research paper on the issue of language and the Internet. Technology has revolutionized the ways in which we communicate, and is understandably changing the ways in which we write. Our students have never known a world where communication wasn't instantaneous, where the majority of research had to be done in libraries, where manuscripts were painstakingly typed on paper, piece by piece. I believe that this will lead to changes in the English language that will be equal to, if not greater than, those experienced in the Old and Middle English periods. It will be years before we can fully understand the social and political effects of these changes, and how the question of access will impact our less-advantaged students. These changes will have definite consequences for not only how we teach English, but experience it in the classroom. I have chosen my study of "Language and the Internet" to show my appreciation of how knowledge of language and linguistics is central in our understanding of human affairs.

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KNOWLEDGE  &  ABILITIES  ::  LITERATURE

Indicator

• Knowledge
  • The teacher has a knowledge of American and British literary history, including the concepts of chronological and ideological periods.
  • The teacher has a broad knowledge of literary texts by women and men, both classic and contemporary, including a representative body of:
    • American literature encompassing works of diverse cultural and ethnic groups
    • Literature of the British Isles and of other English-speaking countries
    • International literature
    • Young adult literature
  • The teacher has in-depth knowledge of the work(s) of major writers, including Shakespeare.
  • The teacher has introductory knowledge of theories of literary criticism.
  • The teacher is aware of the debates over canonical works and the controversies regarding some commonly used texts, including young adult fiction.
• Dispositions
  • The English teacher is convinced of the personal and social importance of responsiveness to language as used in poetry and prose.
  • The teacher values the ways of knowing that literature offers, especially the metaphorical and analogical.
  • The teacher values the ways in which literature illumines social, cultural, religious, ethical, and racial issues.
• Performances
  • The teacher demonstrates understanding of the function and variety of literary forms, including fiction, nonfiction, drama, and poetry.
  • The teacher demonstrates the ability to articulate clear, insightful interpretations or reactions.
  • The teacher demonstrates the ability to use multiple approaches to analyzing, evaluating and appreciating print and non-print texts, reflecting interactions among reader, text, and context.
  • The teacher uses research, both print and electronic, to strengthen and critique her own ideas.
  • The teacher uses appropriate technology for researching, composing, and producing papers.

Literature Courses

• Survey of American Literature -- A
• Young Adult Literature -- A
• African Literature -- A
• Literature of the Western World -- A
• Survey of British Literature -- A
• Seminar in American Literature: Native American -- A
• Psychology & Literature -- A
• Plays of Shakespeare -- A
• Contemporary Critical Theory -- A
• Studies in the Romantic Period -- A
• Honors Tutorial: Early Modern Novel -- A
• Studies in Modernism -- B
• Chief American Writers 1900 - Present -- A
• Studies in American Literature, 1914 - 1945 -- A
• Advanced Seminar: Beckett & Pinter -- A
• Chaucer -- B
• American Literature & Culture, 1945 - 1965 -- 68% (~A)
• Turn of the Century Representations of Sexuality -- 66% (~A)

Artifacts for Subject Specialty: Literature

Name of Artifact: Transcripts
Date: August 1998 - Present (To Be Updated After Certification ~ 05/19/08)
Institutions: Mount Mary College, Loyola University Chicago, King's College London

Name of Artifact: Dissertation
Date: Spring 2003
Institution: King's College London

Reflective Statement

My entire adult life has centered around the study of English literature and language. I'm not sure where this devotion came from -- both my parents were physicians and accepted my decision to major in English with wary incredulity -- but it has fundamentally shaped my understanding of the world in which we live. Literature teaches us about those who have come before us, and those we are surrounded by today. Its diversity leads to wonder and curiosity about things which we may never experience but may eventually come to understand through thoughtful analysis. The student of English does not exist in a vacuum, and in fact one cannot fully comprehend the subject without an extensive amount of interdisciplinary study. My transcripts demonstrate not only my dedication to excelling in English, but also my belief that a variety of subjects must be mastered in order to fully appreciate literary works, which is why I chose to minor in Philosophy, Theology, History, and Women's Studies.

To view my transcripts, please click on the 'more' link below, which will bring up the item referenced. To move between the document's pages, please click on the 'next' or 'prev' tag affixed to the right and left margins. To return to this page, simply click outside the border of the document, or on the close tag on the right of the footer. You must have a password to access this document!

My devotion to the study of literature lead me to pursue a Master's degree, and I have included my dissertation here as a summation of my learning. My dissertation, which covers discussions of canonical reputations, the importance of ideological periods, and how literature illuminates our key social and cultural issues, is a good example of how I approach the understanding of English literature as an interdisciplinary enterprise, with sources drawn from economics, history, sociology, and other areas of study. It is my goal as a teacher to encourage students to seek answers in books, both through their own responses to literature and through an understanding of literature's source -- the lived human experience that is both a product of its time and the universality of existence.

To view my dissertation, "Living in a Material World: Men & Women in The Great Gatsby and Bright Lights, Big City" simply click on the link below, which will open in a pop-up window. To return to this page, simply close the new window.

KNOWLEDGE  &  ABILITIES  ::  WRITTEN  &  ORAL  COMMUNICATIONS

Indicator

• Knowledge
  • The teacher understands that writing is a recursive process that includes prewriting, drafting, revising, editing, publishing, and presenting.
  • The teacher understands that, in both classical and contemporary rhetoric, the purpose of the discourse and the characteristics and values of the intended audience influence the choice of language and arguments
• Dispositions
  • The English teacher is convinced of the power of carefully and ethically crafted oral and written language to affect thought and action.
• Performances
  • The teacher demonstrates competence in listening, discussion, small group work, and public speaking.
  • The teacher has the ability to write well in a range of expository and persuasive forms using language that fits a variety of audiences and purposes.
  • The teacher has the ability to write in fictional and poetic forms.
  • The teacher is able to use contemporary categories of discourse (self-expressive, expository, persuasive, imaginative) as well as classical divisions (ceremonial, forensic, deliberative) to analyze and evaluate oral and written discourse.
  • The teacher demonstrates ability to edit texts globally and locally, applying standards of focus, organization, and development, as well as principles of grammar and punctuation.
  • The teacher uses exploratory strategies for formulating research questions and for developing the substance of a paper.
  • The teacher uses appropriate technology for researching, composing, and producing papers.

Written & Oral Communication Courses

• Rhetorical Theory & Practice -- A
• Research Methods -- 68% (~A-)
• Imaginative Writing -- A
• College Composition -- A
• Independent Writing: Journalism -- A, A
• USWeb Training Seminars

Artifacts for Subject Specialty: Written & Oral Communication

Name of Artifact: Rhetorical Analysis of "Letter from Birmingham Jail"
Date: December 2006
Institutions: Mount Mary College

Name of Artifact: Poem, "Babysitting Michael"
Date: May 1999
Institutions: Mount Mary College

Reflective Statement

"Words can do things" was the guiding philosophy for my Rhetorical Theory & Practice course. The work of Martin Luther King Jr. provides an excellent example of the truth of this statement. Dr. King was clearly a student of how carefully and ethically crafted language can affect thought and action. To show my appreciation of the power of rhetoric, I have included my analysis of one of Dr. King's most influential pieces, "Letter from Birmingham Jail." In this piece, Dr. King uses knowledge of his intended audience to carefully shape language and arguments that will advance the cause of civil rights with his audience. This piece is not only an excellent example of the effective and ethical use of rhetoric, it is a work that still speaks to our nation's problems today, and one that I personally believe should be studied in all high schools.

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All students benefit from the ability to express themselves in a variety of contexts and forms, including poetical and fictional writing. To illustrate my own abilities in this regard, I have included a poem entitled "Babysitting Michael," which I wrote after the shootings at Columbine High School. This tragedy left me me with such a terrible feeling of loss, not just grief at the sudden taking of lives so young, but at the violation of everything schools had always symbolized for me -- safe havens from an often dangerous world. I think many of us had to stop and ask what kind of world we were living in when children could be responsible for a mass murder. Writing about this event helped me to understand the deep effect that this tragedy had on me, and I have often found that expressing myself in writing is one of the best ways to come to terms with difficult emotions. Giving students the ability and freedom to use words is one of the ways I believe teachers can fight back against tragedies like Columbine. Educating students in the ways of self-expression, whether rhetorical or poetical or any of the number of ways of putting oneself on paper, is one of the most important tasks of an English teacher.

To view the example document, please click on the 'more' link below, which will bring up the item referenced. To move between the document's pages, please click on the 'next' or 'prev' tag affixed to the right and left margins. To return to this page, simply click outside the border of the document, or on the close tag on the right of the footer.

KNOWLEDGE  &  ABILITIES  ::  TEACHER  PREPARATION

Indicator

The teacher will demonstrate knowledge of and skill in:

• The interrelatedness of the language arts: speaking, listening, creating media, responding to media, reading and writing
• Strategies for formulating questions and conducting research using a variety of sources and reporting finding in a variety of formats and media
• Writing, speaking, and creating media for a variety of audiences including technical and professional
• A wide repertoire of strategies for teaching reading
• Effective listening and viewing in a variety of contexts, including interpersonal, media-related and social.
• Various approaches to assessing oral, visual, and written communication, such as analytical, holistic, and trait scoring, peer evaluation, self-evaluation, portfolios and conferences.
• Designing curriculum and instruction within the framework of Wisconsin's Model Academic Standards in English Language Arts and implementing local and state assessment activities based upon those standards

Artifact for Subject Specialty: Teacher Preparation

Name of Artifact: Heroes Project Lesson Plan & Materials
Date: April - May 2008
Institutions: Suburban Public High School

Reflective Statement

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To view my Heroes Unit lesson plans and materials, click on the "More" link below, which will open in a pop-up window. A password will be required. To return to this page, simply close the new window.

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